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Durkin, K., T. Wolfe, and G. Clark. (1999). "Social bond theory and binge drinking among college students: A multivariate analysis." College Student Journal, 33: 450-461. Reprinted with permission.
SOCIAL BOND THEORY AND BINGE DRINKING AMONG COLLEGE STUDENTS: A MULTIVARIATE ANALYSIS KEITH F. DURKIN
McNeese State University TIMOTHY W. WOLFE
Mount Saint Mary's College, Maryland GREGORY CLARK
McNeese State University This paper presents the results of a research project that examined the influence of social bond variables on binge drinking in a sample of college students. A questionnaire containing items which reflected a number of social bond variables and a measure of frequency of binge drinking was administered to a sample (n=247) of college students. The results indicated that nearly alt of the social bond measures were inversely related to the frequency of binge drinking. A multivariate model that used these social bond measures explained approximately one-quarter of the variance in the frequency of binge drinking for the students in this sample. Respect for authority, acceptance of conventional beliefs, and G.P.A. were particularly important predictors of binge drinking. Recommendations for ameliorating this problem and suggested directions for future research on binge drinking by college students are also discussed. Introduction
ston, 1996; Wechsler & Issac, 1992). Binge
A great deal of concern has focused on drinking has been characterized as the forethe abuse of alcohol by college students most public health hazard for college and the problems associated with it. Stud- students (Wechsler, Dowdall, Davenport, ies have linked alcohol consumption by & Castillo, 1995). Students who binge college students to a number of negative drink are more likely than other students consequences, ranging from vandalism to to experience a wide variety of alcoholsexual assault (Abbey, 1991;Engs&Han- related problems, including hangovers, son, 1988; Saltz & Elandt, 1986). Recently, blackouts, missing class due to drinking, one specific pattern of alcohol consump- engaging in unplanned sexual activity, tion, "binge drinking", has drawn a damaging property, and getting into trousubstantial amount of attention from uni- ble with the police (Wechsler, Davenport, versity administrators, counselors, and Dowdall, Moeykens, & Castillo, 1994; researchers in the behavioral sciences. Wechsler & Issac, 1992). Moreover, it is Binge drinking has been defined as the estimated that more than half of the young consumption of five or more drinks in a adults who binge drink on a weekly basis row (Haines & Spear, 1996; Nezlek, Pilk- exhibit indications of alcohol abuse or ington, & Bilbro, 1994; Shulenberg, dependency (Shulenberget al., 1996). Wadsworth, O'Maliey, Bachman, & JohnResearch indicates that binge drinking
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is relatively prevalent among college students. For instance, a recent survey conducted on a national sample of 17,592 college students found that approximately half (44%) of the respondents indicated that they had binged in the previous two weeks (Wechsler et al., 1994). Similarly, another study found that over half of the males and one-third of the females in a sample of students from Massachusetts colleges reported binge drinking in the two weeks prior to the survey (Wechsler & Issac, 1992). Research has also identified demographic variables associated with binge drinking among college students. These include: males are more likely than females to binge drink (Wechsler & Issac, 1992; Wechsler et al., 1994; Wechsler et al., 1995); fraternity members have a higher rate of binge drinking than other students (Wechsler, Kuh, & Davenport 1996); and Whites are more likely to binge drink than are students from other racial groups (Wechsler et al., 1995). Despite the prevalence of this phenomenon and the numerous problems which are associated with it, relatively few researchers have attempted to explain binge drinking among college students or other young people as it is currently conceptualized. For example, Shulenberg et al. (1996) examined the influence of personality characteristics and a limited number of "social context" variables on binge drinking in young adults. Wechsler et al. (1995) investigated the relationship between binge drinking among college students and several social factors (i.e., college lifestyle, risky behavior, and time spent participating in various activities). However, research which specifically applies
sociological theories of deviant behavior to binge drinking by college students is conspicuously absent. This is a significant oversight since sociological theories of deviance typically have strong explanatory value (Lanier & Henry, 1998). The purpose of this exploratory study was to examine the relationship between variables derived from one of these sociological theories, social bond theory, and binge drinking in a sample of college students. Theoretical Overview
Social bond theory was originally formulated by Travis Hirschi. According to Hirschi (1969, p.82), "we are moral beings to the extent we are social beings." The social bond essentially "refers to the connection between the individual and society" (Shoemaker, 1996, p. 164). This theory posits that deviance occurs when the social bond is weak or lacking. According to Hirschi (1969), there are four elements of the social bond—attachment, commitment, involvement, and belief. Social bond theory is one of the dominant perspectives on deviant behavior, and is probably the most frequently tested and discussed of all of the sociological theories of deviance (Akers, 1997). This theory has received considerable empirical support, and its explanatory value is typically described as good or moderate (Gardner & Shoemaker, 1989). The first elemenl of the social bond is attachment. This refers to the ties that an individual has to significant others such as family members. Attachment involves the degree to which the individual has affectional or emotional ties to these people, identifies with them, and cares about their
452/College Student Journal expectations. According to social bond theory, individuals with strong attachments are less likely to engage in deviant behavior. For young people, attachment to parents is of primary importance (Leonard & Decker, 1994). The quality of communication with parents is a major indicator of parental attachment. The second component of the social bond, commitment, refers to the aggregate investment of time, energy, and resources in conventional activities such as getting an education or a holding a job. These investments represent stakes in conformity (Akers, 1997). Social bond theory posits that individuals with strong commitments will not want to jeopardize them by engaging in deviant behavior. For college students, commitment to higher education is very important. Indicators of this aspect of commitment include an academic orientation and grade point average (G.P.A.). Several recent studies on social bond theory have also considered religious commitment (e.g., Cherry, 1987; Gardner & Shoemaker, 1989; Igra & Moos, 1979). This is typically measured by religiosity or "the degree to which one expresses an earnest regard for religion" (Cochran & Akers, 1989, p.204). The third element of the social bond is involvement. This consists of the amount of time a person spends engaging in conventional activities, such as doing school work or participating in clubs or athletics. According to social bond theory, individuals who spend their time involved in conventional pursuits simply do not have enough time available to engage in deviant behavior. For college students, indicators of this element of the social bond include
time spent studying or working at a parttime job while they are not in class. The final component of the social bond is belief. This is the acceptance of a conventional value system. Social bond theory maintains that any weakening of these conventional beliefs increases the likelihood that an individual will engage in deviant behavior (Shoemaker, 1996). This belief component includes a general acceptance of the rules of society as being morally valid and binding, as well as respect for authority. To date, there have been a few studies that explicitly examined the relationship between elements of the social bond and drinking among college students. While these studies did not focus on binge drinking as it is currently conceptualized, they nonetheless provide useful insights about the possible relationship between elements of the social bond and binge drinking among college students. Cherry (1987) conducted a study which examined the effects of the social bond variables on the alcohol consumption patterns of students from a college in Maryland. The measures that he used primarily tapped the attachment, commitment, and involvement, components of social bond theory. He found that "students with strong bonds to the college community, religious institutions, and family drank less than students with weakened or broken bonds" (p. 134). Igra and Moos (1979) examined the effects of two components of the social bond (i .e., commitment and involvement) on drinking using a sample of first-year students who resided in the dormitories of two Western universities. They found that commitment to religious and academic values were neg-
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atively related to alcohol use. These par- . son, 1988; Hughes & Dodder, 1983; Moos, ticular results support the contentions of Moos, & Kulik, 1976; Wechsler & social bond theory. However, they also Rohman, 1981). There have been a numfound a positive relationship between ber of studies which indicated a negative involvement in conventional activities and association between academic achievefrequency of drinking, which is not con- ment and drinking. Most research on this sistent with social bond theory. Igra and particular relationship has found "that Moos (1979, p.402) attributed this incon- drinkers (especially heavy drinkers) earn sistent finding to their contention that lower G.P.A.s than non drinkers" (Maney "drinking fits into the mainstream of col- 1990, p.23). Finally, research has also found that personality traits such as rebellege life." In their national study of binge drink- liousness and non-conformity are ing by college students, Wechsler et al. positively associated with drinking by col(1995) examined "individual correlates" lege students (Brennan, Walfish, & of binge drinking. Although not specifi- AuBuchon, 1986; Saltz & Elandt, 1986). cally conceptualized as such, these Although these personality traits are typresearchers employed measures that cor- ically considered psychological measures, responded with variables from social bond they can be interpreted as reflecting a lack theory. They used logistic regression to of conventional beliefs. Several hypotheses about the binge calculate odds-ratios based on several social and demographic factors. Students drinking of college students were derived who claimed that religion was not at all from social bond theory. First, it was important to them were more than three hypothesized that there would be an inverse and one-half times more likely than other relationship between attachment to parstudents to binge drink. They also found ents and binge drinking. Second, it was that students who claimed academic work predicted that there would be a negative was not at all important, had a G.P.A. of association between commitment to con"B" or less, studied less than four hours a ventional activities and binge drinking. day, or worked less than two hours a day Furthermore, it was also hypothesized that for wages were more likely to binge drink there would be a negative relationship than other students. These findings are con- between involvement in conventional activsistent with the predictions of social bond ities and binge drinking. Finally, it was theory regarding the impact of commit- predicted that there would be an inverse ment and involvement on deviant behavior. relationship between the belief component Moreover, the extant literature on drink- of the social bond and binge drinking. ing by college students contains additional Methodology examples of measures that can be interThe data reported in this paper were preted as reflecting various aspects of the social bond. For instance, several studies obtained as part of a larger study on the have found a negative relationship between drinking patterns of undergraduate stureligiosity and drinking (e.g., Engs & Han- dents at one college. Subjects were
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recruited from a variety of undergraduate classes at a liberal arts college. The questionnaires were distributed during the last two weeks of the semester. Since this study dealt with patterns of underage drinking, only students who were under twenty-one years of age were asked to complete the questionnaire. The survey contained a cover letter which emphasized that participation in the study was completely voluntary, responses were completely anonymous, and the research was not sponsored by the college administration or any law enforcement agency. A total of 253 questionnaires were returned, but 6 were unusable. Thus the sample included 247 students. Of these 247 respondents, 52,6% were female and 47.4 % were male. The vast majority of subjects (85%) were White. The self-administered survey contained a number of questions designed to measure the various components of the social bond. Most of these items have been used by other researchers (e.g., Gardner & Shoemaker, 1989; Hirschi, 1969; Leonard & Decker, 1994; Michaels & Miethe, 1989). Attachment to parents was measured by the student's responses to the following items: (a) "my parents want to help me when I have a problem"; (b) "my parents and I talk about future plans"; and (c) "I can share my thoughts and my feelings with my parents." These items had response values which ranged from 1 (disagree strongly) to 6 (agree strongly). These ilems were then aggregated to form the parental attachment scale. Cronbach's alpha for this scale was .87. Several different indicators were used to gauge the commitment component of
the social bond. First, commitment to higher education was measured by responses to three items on a six-point scale ranging from 1 (disagree strongly) to 6 (agree strongly). These items were: (a) "I try hard in school"; (b) "getting good grades is important to me"; and (c) "class attendance is important to me." The aggregate scale for these items was called the commitment to higher education scale. Cronbach's alpha for this scale was .80. G.P.A. was used as an indicator of academic achievement. G.P.A. was measured using a six-point scale with values ranging from 1 (less than 1.5) to 6 (3.6 or above). Religious commitment was measured by the statement "regular church attendance is important to me." Response options ranged from 1 (disagree strongly) to 6 (agree strongly). Finally, general commitment was assessed based on the statement "whatever my goals are, I try hard to achieve them." Again, response options ranged from 1 (disagree strongly) to 6 (agree strongly). Involvement was measured using a summated index that consisted of two items. Respondents were asked to indicate how many hours a week they spent studying, as well as how many hours a week they spent working at a job. Values for each of these items ranged from 1 (none) to 6 (20 hours or more). These items were then added together to form the involvement index. Other research on social bond theory has used a similar strategy (e.g., Michaels & Miethe, 1989; Wiatrowski, Griswold,& Roberts, 1981). The belief component of the social bond was measured in two ways. First, respect for authority was evaluated by the respons-
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es to the following questions: (a) "I have a lot of respect for the local police"; and (b) "I have a lot of respect for the college's public safety officers." The values for each of this items ranged from 1 (disagree strongly) to 6 (agree strongly). These items were aggregated to form the respect for authority scale. The Cronbach's alpha for this scale was .83. Finally, acceptance of conventional beliefs was measured by the statement "to get ahead you have to do some things which aren't right." Response options for this item ranged from 1 (agree strongly) to 6 (disagree strongly). The dependent variable was frequency of binge drinking. This was measured by an item that asked respondents to indicate how often during the last semester they had consumed five or more drinks in a sit-
ting. The questionnaire provided respondents with a definition of a "drink" as a "12 oz. beer or wine cooler, a shot of liquor, or a 6 to 8 oz. glass of wine." This item was measured on a six-point scale with value* ranging from 1 (never) to 6 (once a week or more). Zero-order correlations were used to test the general level of association between each of the independent variables and frequency of binge drinking. Ordinary least squares (OLS) regression was then used to analyze the effects of each of the independent variables on binge drinking. Moreover, the regression equation was used to assess how much of the variance in frequency of binge drinking was explained by these social bond variables.
BINGE
Table 1 Zero-Order Correlations for the Variables Included in the Study ATTPAR COMCH COMSCL GENCOM GPA INVOLVE
RESPECT GENBEU
BINGE 1.00 ATTPAR -.04 1.00 COMCH -19** .30** 1.00 .42** COMSCL -.26** 1.00 .37** .49** 1.00 GENCOM -.15* 32** .28** GPA -.30** .21** .42** .30** 1.00 .20** .19** -.21** -.06 .28** 1.00 .17* .08 INVOLVE RESPECT -.34** .30** .40** .20** .28** 1.00 .33** .34** GENBEL .20** .20** .24** .03 .34** 1.00 .06 -.30** .23** Note: *p=.05;* *p=.01; BINGE=frequency of binge drinking; ATTPAR=parental attachment scale; COMCH=religious commitment; COMSCL=commitment to higher education scale; GENCOM=general commitment; GPA=grade point average; INVOLVE=involvement index; RESPECT=respect for authority scale; GENBEL=conventional beliefs.
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Results The zero-order correlation coefficients for the variables included in this study are shown in Table 1. Several of the bivariate relationships between variables derived from social bond theory and frequency of binge drinking were statistically significant. All four of the measures that reflect the commitment component of the social bond were negatively related to the frequency of binge drinking. These were religious commitment (r=-.19), the commitment to higher education scale (r=-.26), general commitment (r=-.15), and G.P.A. (r=-.3O). Both of the indicators of the belief
The regression results for the social bond model of binge drinking are reported in Table 2. This model explains nearly one-quarter of the variance in the frequency of binge drinking for the subjects in this sample (R2=.22). The standardized regression coefficients indicated that four of the social bond measures were significant predictors of the frequency of binge drinking. Two of these predictors, the respect for authority scale (Beta=-.18) and the acceptance of conventional beliefs (Beta=-.2O), were derived from the belief component of social bond theory. The standardized regression coefficient for G.P.A. was also
Table 2 Regression Results (Betas) for the Social Bond Model of Binge Drinking ATTPAR .16* COMCH -.07 COMSCL -.08 -.04 GENCOM GPA -.17* INVOLVE -.08 RESPECT -.18** GENBEL -.20** : R .22** *p
